Kin 150 Midterm 2 flashcards
Stress, Emotion and Coping
Stress response
Physiological, cognitive, emotional and behavioral reactions when we are faced with heavy demands
typically acute and quick (changes overtime)
subjective feelings we experience (outside doesn't align with feelings on the inside)
associated with neurophysiological changes (how we change emotions when viewing different photos)
Cognitive-Motivational-Relational Theory
stress is a process that varies depending on the situation and the person in that given situation
Stress:
a relationship between the person and the environment that is appraised as taxing or exceeding the resources of the person and impacting their achievement of optimal outcomes
situational demands + reaction = outcome
stressors
external events, forces, and situations that have the potential to be interpreted as stressful
Ex.: getting injured, playing in a championship match etc
Types of stressors
acute vs chronic stressors (waking up late on exam day vs injury that makes you stop your sport)
expected vs unexpected (can we foresee this stressor?)
competitive vs non-competitive stressors (during or around vs outside or away from it)
Organizational stressors
environmental demands associated primarily and directly with the organization within which an individual is operating.
Five categories of organizational stressors:
Factors intrinsic to the sport (the training and competition load, travel and accommodation arrangements, risk of injury) 2. Roles in the sport organization (being team captain) 3. Sport relationships and interpersonal demands (lack of support, poor leadership, abrasive personalities) 4. Athletic career and performance development issues (income and funding stressors, concerns about position on the team, meeting career goals) and 5. The organizational structure and climate of the sport (cultural and political environment of the sport organization, coaching/maangement style, media problems).
model of stress
stressor -> cognitive appraisal -> <- coping -> response (loops to stressor)
Cognitive appraisal
our interpretation of a situation (is it significant to me? Will it impact my performance? Can I deal with the demands of the situation?)
primary appraisal
What is at stake?
Is the situation relevant?
Secondary appraisal
What can be done?
How do I fix it to not let it affect me?
Harm/loss Appraisal
stressor resulted in irreversible psychological harm? (There’s nothing you can do about it)
threat or challenge appraisal
anticipate harm OR an obstacle that can be overcome
Challenge appraisal is likely to occur in those with high self-efficacy, perceived control, and an achievement goal orientation.
Reappraisal
stress can help our bodies prepare to take action (find ways to cope with stress but still succeed)
neurophysiological changes occur in response to stressors (threading or useful)
we can learn to reinterpret stress (Stress-is-enhancing mindset)
coping
Cognitive and behavioural efforts to manage specific external or internal demands (and conflicts between them) that are appraised as taxing or exceeding the resources of the person.
coping strategies
management skills
Behaviours that are routine but that still help the individual avoid problems and help prevent stress from happening in the first place.
coping strategies
Cognitvite and behaviour efforts to manage the appraisal-response process and can be used to help facilitate more adaptive stress responses
Task; if you dont like the situation change it or change ur emotions and thats how to deal with situation when it arrives
problem focused coping
Coping efforts that help people change the actual situation. changing the behavior that is causing stress. Ex. Effort, logical analysis, seeking support.
Emotion focused coping
Coping efforts to change the way a situation is attended to or interpreted—to deal with the emotions that arise during the situation. Ex. Thought control, relaxation, imagery.
Avoidance; efforts to increase the “distance” between ourselves and the situation
distraction oriented
focuses on the stimuli unrelated to the task/situation. Ex. Mental distraction, social distancing.
disengagement oriented
Coping strategies to disengage from the process of trying to make progress on a personal goal. Ceases our pursuit of task objectives in the situation. Ex. Resignation, venting.
Emotion regulation
The processes by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions.
Emotion regulation strategies:
situation selection
an individual takes action to increase the likelihood of being in situations that will promote emotions they would like to experience (same goes for the opposite way). Situations that increase positive emotions.
Situation modification
tries to influence the situation directly (similar to problem focused coping)
attentional deployment
an individual regulates their emotions by directing their attention towards (or away from) a situation. Could include rumination (directing attention tot situations) cognitive avoidance (directing attending away from situation)
Cognitive change
Changing the emotional significance of the event by changing how you think of the event. Ex changing disappointment to optimism “it is what it is”
response modulation
An individual's physiological, experimental, or behavioral responses to try to regulate emotions. Ex. Hiding or repressing your emotions “fake it til you make it”
interpersonal emotional regulation strategies
affect-improving (teammate cheers you up after a tough game that affected you)
affect-worsening (teammates may criticize the athletes for the mistake and try to make them feel bad about the performance
Communal coping strategies:
problem focused communal coping “we try to find possible ways to deal with the situation”
relationship-focused “we support each other”
communal management “we talk to each other to de-stress”
communal goal withdrawal “we stop making the efforts required”
Percieved coping effectiveness
An assessment of the extent to which a coping strategy helped to deal with the problem or with any distress associated with the problem, whether a coping strategy relates to good achievement, mental health, and physical outcomes.
effectiveness of coping strategies
task: positive affect (satisfaction,happiness); percieved coping effectiveness (better able to cope in behaviour); objective performance outcomes (improvement)
avoidance: negative affect (disappointment); increased burnout (when constantly engaging and can’t tell if is from increased training or bcuz of the fact you engage in avoidance focus coping)
self-presentation
The process by which individuals attempt to control the impressions others form of them (also referred to as impression management).
coping interventions
range of intervention programs appear effective
multimodal stress management interventions (using multiple strategies and figuring out what looks best for you)
action planning (if-then coping plans
emotion regulation interview (what ur mostly comfortable with through previous experience. How do beliefs effect emotions and find way to change?
Self-compassion (The desire to be moved by one’s own suffering, as well as a desire to alleviate that suffering. It involves three components: self-kindness, common humanity, and mindfulness.)
Arousal and anxiety
Arousal
Physiological and psychological activation that varies on a continuum from deep sleep to peak activation (or frenzy). It’s neither pleasant nor unpleasant and can vary depending on the situation.
Anxiety
A negative emotion that is experienced when faced with a real or imagined threat. Anxiety (1) is elicited following an appraisal (i.e., evaluation) of a specific situation or event, (2) is universally observed across people of all cultures, (3) has a distinct physiology, (4) is observed through a discrete facial expression, and (5) is associated with a unique set of behaviours that are called action tendencies, such as approach or avoidance
Cognitive Anxiety (MENTAL)
Mental component of anxiety, referring to worry, apprehension, concern, and self-focus.
Somatic Anxiety (PHYSIOLOGICAL/PHYSICAL)
Physical component of anxiety, referring to perceptions of body states, such as clammy hands, a racing heart, butterflies in the stomach, and tense muscles.
Competitive anxiety (anxiety occurring in competitive sports)
Anxiety experienced in sport-related settings that athletes perceive to be stressful. Competitive anxiety can lead to a variety of cognitive, behavioural, and physiological responses.
Social Anxiety (anxiety in social situations)
A specific subtype of anxiety that occurs when people believe they will receive a negative evaluation from others. In social situations like performing in a group of people, competing in a game in a stadium or working out at the gym.
Social physique anxiety
The anxiety a person experiences as a result of perceived or actual judgments from others. Anxiety about receiving negative evaluations from others about one’s body.
State Anxiety
Anxiety that is experienced at a particular moment in time or in a particular setting that can change from moment to moment.
Trait Anxiety
A general predisposition to perceive a variety of situations as threatening.
The three dimensions to an anxiety response
intensity of the symptom
how intense one part is compared to something else
Frequency of cognitive intrusions/symptoms
refers to the amount of time (expressed as a percentage) that thoughts and feelings about the competition occupy an individual’s mind.
Directional interpretation of Symptoms
extent to which cognitive and somatic anxiety symptoms are labeled as either facilitative (positive) or debilitative (negative) to sport or physical activity performance. Personality traits, psychological skills, skill level, experience, and activity type can influence whether you think positively about anxiety or not.
4 Personal sources of anxiety:
Gender
research is inconsistent
in sport: evidence does not currently conclude and difference
in exercise: girls/women tend to experience greater social physique anxiety than men
traits
A number of personality traits or dispositions are know to influence an individual's level of competitive state anxiety and social physique anxiety:competitiveness, extroversion, hardiness, neuroticism, optimism/pessimism, perfoersionism, self-consciousness, and self- esteem.
3. Competitive experience and skill levels
Experienced athletes tend to have lower intensity of anxiety as they have gotten accustomed to it and will be more likel to view anxiety as facilitative (positive).
intensity of anxiety does not seem to differ across levels of beginners to professionals but the interpretation does. Interpretation can change anxiety to arousal “I’ll play like I do and i'll be good enough vs im not good enough i will do bad.
4. Confidence and self-presentation
confidence: belief in one's abilities negatively related to state anxiety. Confidence in oneself and one’s team is associated with less pre-competitive anxiety. If you are confident you won't care what others think.
Self-presentation: individuals who are overly concerned with controlling others impressions of them are more likely to experience anxiety “I will act this way so coach thinks highly of me” these individuals are more likely to experience elevations in competitive trait and state anxiety intensity.
self-handicapping: creating situations that provide an excuse in case failure occurs. “I partied a lot this week and if this guy beats me I will blame it on that”
Competitive trait anxiety
the tendency for athletes to experience anxiety during competitive sport situations
Self-presentation efficacy
reflects the perceived probability of successfully conveying one’s desired impressions to others. Driven by self-efficacy beliefs: self-presentational efficacy expectancy, self-presentational outcome expectancy, and self-presentational outcome value.
Self-regulation strategies
How an individual manages anxiety symptoms has been identified as another important source of anxiety. relaxation, deep breathing, self-talk, cognitive restructuring and imagery can be used to adjust physiological arousal and the degree of worry or concern experienced. Coping skills to manage anxiety response prior to and during comparative performances can distinguish more and less successful athletes, along with reducing pre-competitive cognitive and somatic anxiety responses.
Elevations in the intensity of anxiety responses in athletes and exercisers are associated with: being female, novice expertise, high trait anxiety, low self-confidence (and low self efficacy) in individual and team competencies, negative or poor self-presentational beliefs, poor self-regulatory skills, and the use of self-handicapping strategies.
Temporal patterning of competitive anxiety
how feelings of nervousness and worry change overtime before, during, and after a competition. Before your body might stay clam for a while but as the event gets closer you might feel more shaky and sweaty and thinking more and more. during the competition your body usually calms down and worries fade away. After both the brain and body feel less nervous.
Environmental sources of anxiety
Situational importance
Choking: acute and significant decrements in performance under instances of high pressure (much poorer than expected).
Sport type
individual sport athletes have been found to experience higher levels of state anxiety that team sport athletes. If individual your on your own team whereas with a team you can relay on someone to help
Physical environment
exercise: presence of gym mirrors, revealing clothing, other very fit patrons, social physique anxiety can increase anxiety.
Sport: novel venues, new environment, disorganized event, intimidating crowd. That’s why home advantage is always best because the crowd isn’t intimidating, and knows where stuff is.
Role perceptions
unclear roles elicit higher anxiety levels. Some team roles provoke more anxiety than others. For example the fighter in hockey: he is more stressed because he is expected to fight al games which could lead to concussions or getting hurt.
Drive Theory: Proposes that performance improves with increasing arousal, particularly for well-learned tasks. However, it is inadequate for explaining performance in complex sports. Higher levels of arousal lead to better performance.
Inverted-U Hypothesis: Suggests performance improves with arousal up to a certain level, after which performance declines. This optimal level varies by task, skill, and individual, but the theory doesn't address cognitive anxiety or explain how arousal affects performance.
Individual Zones of Optimal Functioning theory
finding your personal “just right” zone for doing your best in sport or exercise. The zone is the feeling or mood where you perform your best. This theory has been important for understanding (1) how the relationship between anxiety and performance differs between individual athletes, and (2) that anxiety is not always detrimental to sport performance.
Cusp Catastrophe Theory
explains how stress, pressure, and emotions affect performance in a surprising way—sometimes small changes can lead to big, sudden effects. This theory attempts to describe the combined, or interactive, influences of the multiple components of competitive anxiety and physiological arousal on athletic performance, rather than looking at them separately.
Multidimensional Anxiety Theory
Martens et al. (1990) proposed this model, which links cognitive anxiety to poor performance, somatic anxiety to performance in an inverted-U pattern, and self-confidence to improved performance. However, empirical support is limited.This theory suggests that cognitive anxiety is negatively related to performance, somatic anxiety is related to performance in an inverted-U, and self-confidence is positively related to performance.
Paradoxical effect
Heightened conscious control of a previously automatic skill disrupts the coordinated fluidity that is associated with a well-learned skill
and often leads to inferior performance.
Why does anxiety impact performance?
Cognitive:
narrowed attentional focus which elevation in competitive state anxiety reduces the ability to pay attention to and process large amounts of information. This narrowing of attention could be positive because it allows any irrelevant distractions to be blocked out. It can be negative because important task-irrelevant cues could be missed and performance could be diminished and highly-anxious athletes pay attention to cues that are threatening rather than important visual fields.
Shifts to conscious processing is where high-pressure situations cause athletes to be more self-conscious and think about their performance, which destroys expert performance of motor skills.
Somatic anxiety:
Increased muscle tension and increased anaerobic power which may enhance the performance of simple tasks such as jumping.
Choking
An acute, significant decrement in performance that occurs in situations of high pressure or anxiety when typical levels of performance are expected. Catastrophe theory says high levels of both cognitive and somatic anxiety can lead to this but not all the time. Other research states that focusing on too many cues can lead to performance decline and cause choking as a result. Those with High levels of trait anxiety and low self-confidence more likely to choke
Reinvest
Consciously control physical movements, even for well-learned tasks, rather than performing them automatically aka overthinking.
Sport Psychology Interventions
Psychological skills
A program or intervention that entails a structured and consistent practice of psychological skills and generally has three distinct phases (education, acquisition, and practice).
Three Phases of PST
education: athletes recognize the importance of mental skills in sport and how the skills affect performance
Acquisition: focus is on wooing athletes acquire the various psychological skills and learning how to employ them most effectively,
Practice: goals are to have the athletes automate the psychological skills through over learning and to implement these skills in practice and competition.
Goal
A target or objective that people strive to attain.
Three types of goals
Performance goals: goals that focus on improvement and attainment of personal performance standards
Process goals: goals that focus on specific behaviors in which athletes must engage throughout a performance.
Outcome goals: Goals that focus on social comparison and competitive results.
Goal setting
The practice of establishing desirable objectives for one’s actions
Performance profiling
A flexible assessment tool that allows for the identification of athletes performance-related strengths and weaknesses.
5 steps in performance profiling
Identify key performance characteristics of an elite athlete in your sport
Identify the ideal rating for each of your characteristics
Rate your current ability for each characteristic on a scale of 1-10
Find ur discrepancy score by subtracting your current rating from your ideal rating
Prioritize your targets
SMART goals
Specific (clear-cut targets vs vague “do ur best” goals), measurable (use numbers to assess progress like I want 2000 steps a day), adjustable (should be flexible and modified as necessary) , realistic (set attainable but moderately difficult goals) and timely (identify target dates).
Evidence for SMART goals in sports
Specific goals are not more effective than non-specific goals, process goals have a larger effect on performance compared to performance and outcomes goals. Mixed evidence regarding goal difficulty and proximity/timeframe.
Evidence for SMART goals in exercise
specific goals not more effective than non-specific goals. Timeframes like daily goals are more effective than weekly goals. Better outcomes when goals are adjusted overtime.
Which of the following results in the best performance?
Moderately difficult goals
Imagery
An experience that mimics real experience. It differs from dreams in that we are awake and conscious where we form and image.
Cognitive general imagery
Images of strategies, game plans, or routines.
Cognitive specific imagery
Images of specific sport skills.
Motivational general imagery
Images relating to physiological arousal levels and emotions.
Motivational specific imagery
Images related to an individual’s goals.
Motivational general-arousal
Imagery associated with arousal and stress.
Motivational general-mastery
Imagery associated with the notion of being mentally tough, in control, and self-confident.
The PETTLEP model of imagery
Physical- the physical nature of the imagery is dependent upon the task. Determine whether relaxation or increased arousal is helpful prior to imaging
Environment- the image should be as real or as close to the actual environment as possible. If you are unfamiliar with the competition venue, perhaps video footage or pictures will enhance your image
Task- depending on the task, your imagery perspective may vary. Skills that rely heavily on form have been found to benefit most from an external imagery perspective.
Timing- the temporal characteristics or timing of the image should be equal to that of your physical performance where possible
Learning- the content of the image should change based on the learning of the skill (start w simple and work up)
Emotion- images will be more effective if ou attach such emotions to them. If winning a gold medal, feel the excitement and joy that’s part of it.
Perspective- depending on the task your imagery perspective may vary. Skills that rely heavily on form benefit most from an external imagery perspective.
Final points
Imagery is a skill and requires practice where all athletes from all ages and expertise levels can benefit. Benefits a range of outcomes including: performance, self-efficacy, injury recovery, goal development and anxiety regulation
Self-talk
Verbalizations addressed to the self, overtly or covertly, characterized by interpretive elements associated to their content.
Strategic self-talk
The use of cue words aimed at improving learning and performance through the activation of appropriate responses.
Organic self talk
Includes inherent thoughts and self/statements addressed to oneself and can be either spontaneous or goal-directed (which is a controlled mental process deliberately used toward solving a problem or making progress o bc a task).
Instructional self talk
The overt or covert speech that individuals use for skill development, skill executed, strategy development, and general performance improvement.
Motivational self talk
The overt or covert speech that individuals use for confidence, focus and relaxation,
Self-talk use questionnaire
59 item self report instrument that assess the frequency of athletes use of self- talk
Six dimensions for self talk
Valence: refers to self- talk being positive or negative
Verbalization, whether overtly or covertly (more effective if publicly known)
Self- determination of the statements used by athletes: assigned of freely chosen.
Directional interpretation: whether athletes view their self-talk as motivation or demotivating
Intensity: even if it’s not motivating they continue to achieve self-talk
Frequency: how often they practice self-talk
Techniques to reduce arousal
Breathing: diaphragmatic breathing increases the amount of oxygen being delivered through the body and facilitates the removal of waste.
Progressive relaxation: systemically tensing and relaxing specific muscles in a predetermined order: left arm, right arm, left leg, right leg, abs, back, chest, shoulders , neck and facial muscles.
Meditation: a relaxation technique that allows for deep relaxation of the mind which in turn relaxes the body
Autogenic training: training that focuses on feelings associated with limbs and muscles of the body
Biofeedback: feedback from their own body signals (heart rate, muscle tension…) to improve performance.
Techniques to increase arousal
Psyching up strategies
Used to increase arousal levels because underaroused doesn’t allow them to perform effectively.
Pep talks, bulletin boards, pre-competitive workouts, verbal cues, breathing, imagery, music
Attention
A multidimensional construct having at least two components (limited resources and selectivity).
Temporal occlusion
The process of examining the amount of time people take to select the information they need to respond.
Event occlusion
The process of examining which characteristics of the performance people use to make a correct response.
Attention simulation training
Training in which athletes replicate the kinds of attention-demanding situations they find themselves in during competition.
Performance routines
A set sequence of thoughts and actions before the performance of key skills.
Attentional cues
Words and actions that direct the athlete’s attention.
Youth involvement in sport
Positive youth development
A strengths-based view of children and adolescents’ development.
Sports skill
Learned abilities related to sport participation and performance.
Personal development
Improvements in self-awareness and initiative.
Three P outcomes
Participation, personal development, performance.
Positive outcomes associated with youth sport involvement
Physical health: decreased risk of health problems, cardiovascular fitness and muscular strength.
Special and emotional development: leadership, relationships and increased academic performance
Psychological development: feeling challenged, happy, confident and reduced stress.
Negative youth soort experiences
Physical health: injuries, EDs, excessive training, abuse/use of drugs
Psychological: decreased self-perceptions, burning and detachment from indenture, pressure, isolation
Social and emotional: aggression and violence, bullying and harassment, delinquent behaviour
Relaxed leisure activities
Activities that are enjoyable but not demanding in terms of effort.
Constructive leisure activities
Activities that require sustained effort toward the achievement of a clear goal.
Initiative
The ability to be motivated from within and to direct attention and effort toward a challenging goal over time.
Developmental assets
Social and psychological “building blocks” for human development; include internal and external assets.
External assets
Positive developmental supports resulting from the environment or the community. Support, empowerment, boundaries and expectations, and time efficiency.
Internal assets
Positive developmental strengths resulting from internalized skills and competencies. Commitment to learning, positive values, social competencies and positive identity.
4C model of positvie youth development
Competence, confidence, connection, character. Allows families and programs foster and promote positive development.
Personal Assets Framework (PAF)
Set of key elements that can be combined to design and deliver quality sport programs that not only contribute to the overall positive development and well being of the person( personal development) but also contribute to the development of sports skills (performance) and long term engagement in sport (participation).
Dynamic elements of PAF
personal factors ( personal engagement in activities), relational factors (social dynamics) and the physical and competitive environment (appropriate settings) as the elements necessary to understand the mechanisms through which development occurs in and through sport.
Three gears of the PAF
Engagement in activities, social dynamics and appropriate settings
Deliberate play
Sport activities designed to maximize enjoyment and trigger interest, regulated by flexible rules.
Deliberate practice
Activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance.
Sport specialization
Specialization that is intentional and focused on participation in a sport for most of the year that restricts opportunities for engagement in other sports and activities.
Early specialization
Practicing one sport ad oven as possible, high amounts of deliberate practice and low amounts of deliberate play. This leads to burnout, identity development, reduced enjoyment etc..; could lead to mastering the sport when older.
Sampling
Participating in a wide range of sports. High amounts of deliberate play during initiation/development. Msg eventually specialize in one sport but not immediate.
Coaches
They help develop motor skills necessary for athletic success. Influence athletes continued participation by adopting positive interpersonal styles that affect athletes enjoyment and intrinsic motivation.
Coaching effectiveness
The consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching contexts (varied sports settings where sports take place like recreational).
Parental support
Involves parents’ facilitation of children’s self-esteem, competence, and achievement; can include emotional, informational, tangible, and companionship (network) support.
Emotional support
Comforting gestures during times of stress and anxiety.
Informational support
Provision of advice or guidance during challenging situations.
Tangible support
Provision of concrete assistance and resources to help children engage in events and the “sacrifice” parents make.
Companionship
Network of relationships that enable an individual to engage positively in various activities.
Parental expectations
Parents’ sets of beliefs regarding their children’s behaviours and sport involvement.
Parental modeling
Parents serving as a behavioural or moral example to their children.
True competition
Competitive situations that serve the interests of all participants and focus their efforts and concentration toward a particular goal.
DeCompetition
Competitive situations that occur when athletes seek to demonstrate their superiority over opponents.
Safe sport
Sport participants’ collective responsibility to create, foster, and preserve sport environments that ensure positive, healthy and fulfilling experiences for all individuals, and to recognize and report acts of maltreatment and prioritize the welfare, safety and rights of every person at all times.
5 best practices for sport
Adopt an inclusive participation focus as opposed to an exclusive selection policy based on performance.
Promote a true competition climate.
Allow children and young adolescents to take initiative in their learning and development of their sport skills.
Provide opportunities for young athletes to have fun and engage playfully in low-organization games.
Promote psychosocial development through sport.
Aging and involvement in sport
Quality of life
A multidimensional construct referring to an overall sense of well-being with a strong relation to a person’s health perceptions and ability to function; includes aspects of physical and mental health and functioning as well as social support.
Morbidity
The quality or state of having a disease or being unhealthful.
Physically active leisure
applied to seniors to promote health and well-being
Physical literacy
The motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life.
Sedentary behavior
Any waking behavior characterized by an energy expenditure of ≤1.5 METs while in a sitting or reclining posture.
Compensation theory
A theory of aging based on the notion that age-related losses in one area can be offset by improvements in another area.
Selective maintenance model
A model of aging emphasizing the role of high-quality training and practice in acquiring and maintaining the domain-specific characteristics required for high levels of skill.
Masters athlete
Athletes who are typically aged 30 years or older competing at the masters level of sport competition. (They enjoy this because they can test their capabilities and know “they can still do it”
Successful athletes Rowe and Kahn’s model
A gerontological concept intended to describe optimal conditions in later life. It’s an attainment of three agents: absence of chronic disease, maintenance of cognitive and physical functioning and active engagement with life.
Dose-response relationship
In simple terms, refers to the change in an outcome caused by differing doses of a stressor. With respect to exercise, it refers to the strong positive relationship between doses of exercise and positive health effects.
Ageism
Prejudice from one age group to another
Stereotypes
Popularly held, oversimplified beliefs (which do not consider individual differences) about a type of person or a group of people.
Disidentification
Reconceptualizing your self-image to remove the value associated with a domain, thereby reducing the impact of negative performance in that domain.
Determinants:
Physical end or mental factors
1 5-15% of older adults report environmental factors negatively affects participation the difficulties are costs, transportation and scheduling
psychosocial,cognitive and emotional factors
Correlates of physical activity in adults
demographic and biological factors
age and gender most consistent predictors, men are more active than women as age increases and participation declines
Socioeconomic status
The relative position of a family on a societal hierarchy based on access to or control over wealth, prestige, and power.
Behavioral attributes
Small relationship between childhood physical activity and older adult physical activity levels
team based, competitive activities more prone to participation decline over time than non-competitive, physical, solo activities
social and cultural factors
Social support by spouse peers and physicians can affect levels of PA
exercise group members can influence physical activity
cultural beliefs can shape involvement
maintaining/increasing physical activity
1 positive role models, appropriate types and levels of activities, build and maintain as self-efficacy through consistent participation, do not undermine or belittle individuals efforts, understand individuals reasons for physical activity